- Brandie Rice – EDUC 351 – Hurricane Lesson -
Introduction:

Developing an understanding of hurricanes, Earth science, 60 minutes
Materials:

2-large bowls, 2-9x13 baking bowls, 2- large wooden spoons, 2-paperclips, string,
duct tape, water, flexible straws, ruler, plastic tablecloths

Experiment Resources: http://www.crosswalk.com/family/homeschool/in-the-eyeof-the-storm-hurricane-experiments-11625386.html

National Hurricane Center Outreach Resources
http://www.nhc.noaa.gov/outreach/

http://www.brainpop.com/science/weather/hurricanes/
Preparation:

Gather all materials
~ Check books out from Lavery Library
~ Print/Copy Hurricane Observation Handouts

Ensure the Laptops, SmartBoard and projector are working prior to start of lesson
~ Check internet connection & sound/volume
Grade Level:

5th
Enduring Understandings:

Students will understand that the strength and path of a hurricane depends on
numerous variables.

Students will understand that the strongest part of the hurricane is in the center or
eye of the storm.
Essential Questions:

How can your understanding be deepened or challenged through interactive
activities?

What is one variable of a hurricane and why is it important?

How can art be used to express your understanding of hurricanes?
Objectives:
- Brandie Rice – EDUC 351 – Hurricane Lesson -

Students will use an experiment to the find strongest and weakest points of a
hurricane.

Students will see the effects of water depth and wind speed on hurricanes.

Students will gain a basic understanding of how various factors affect a hurricane
including where areas of high and low pressure are, where the hurricane forms,
winds and temperature.
Areas of development:

Social- Students will be expressing their thoughts, observations and questions to
their peers as they work at each hurricane experiment station. Through their
interactions with peers, students will develop in how to express their ideas,
appreciate others contributions and work collaboratively to complete the
experiments

Linguistic- Students will be verbalizing and writing down their thoughts and
observations throughout the experiments, in small groups & as a whole class.

Intellectual-
Common Core & NYS Science Standards:

CCSS.ELA-Literacy.CCRA.W.4
~ Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

Earth Science, Standard 1- Scientific Inquiry, Key Idea 1:
~ The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process

Earth Science, Standard 2- Information Systems, Key Idea 1:
~ Information technology is used to retrieve, process, and communicate
information as a tool to enhance learning
Learning Standards for the Arts:

Standard 1, Visual Arts Key Idea 1
~ Performance Indicator: understand and use the elements and principles of
art (line, color, texture, shape) in order to communicate their ideas.
Children’s Literature Connection:
- Brandie Rice – EDUC 351 – Hurricane Lesson -

Various books will be available to students as they learn about hurricanes
throughout the unit (resources will vary by school and availability). The following
are resources available through Lavery Library:
~ Hurricanes by Seymour Simon
~ Hurricanes by Jill Fine
~ Storm Surge: The Science of Hurricanes by Don Nardo
Engage:

A picture of a hurricane (from satellite) will be projected on the SmartBoard.

What do you know about hurricanes? What do you want to know?
~ Class K-W-L chart

Let students know that the chart will be revisited, added to and completed as the
unit progresses
Explore:

Hurricane experiments
~ Three different activities, daily classroom setup is five table groups- There
will be 2 stations for each activity in order for students to work in smaller
groups and for the experiments to take less time.
~ Students will be given 10 minutes for the experiment – 5 to explore and 5 to
complete the graphic organizer.

Give It a Try #1: National Hurricane Center Simulators (using classroom laptops)
~ Aim a Hurricane http://www.nhc.noaa.gov/outreach/games/movncane.htm
~ Create-A-Cane http://www.nhc.noaa.gov/outreach/games/canelab.htm

Give It a Try #2: Strongest and Weakest Parts of a Hurricane
~ Items Needed: 1 large bowl, Large wooden spoon, Water, Paper clip, String
~ Fill the large bowl 2/3 full of water. Next, cut a 10-inch piece of string and tie
one end to the paper clip. Using the wooden spoon, stir the water until it is
moving in a circular motion. While the water is in motion, drop the paper clip
into the water in different locations. Write down your observations and
determine where the paper clip traveled the fastest. This location will be
- Brandie Rice – EDUC 351 – Hurricane Lesson -
where the strongest part of the storm is located. Based on this knowledge,
where is the weakest part of the storm?

Give It a Try #3: Wind Speed & Water Depth
~ Items needed: 9"×13" baking dish, Flexible straw, Duct tape, Water, Ruler, 2+
people
~ Place the baking dish on a solid surface. Next, bend the flexible straw into an
L-shape with the long section making the bottom of the L. Tape the short
section of the straw to the middle of the 9" side of the baking dish so it points
straight up and the long section hovers about 1/2 inch above the bottom of
the baking dish. Pour water into the dish carefully until its level is just below
the long section of the straw.

As students complete the experiments in groups, they will fill out the Hurricane
Observation Handout
Explain:

SmartBoard activity
~ Explaining the meaning behind the experiment
~ Allow students to share their observations & thoughts
~ Students can complete their Hurricane Observation sheets

Watch the BrainPop Video http://www.brainpop.com/science/weather/hurricanes/
~ “Clicker Quiz” to follow
Evaluate:

Students participation and accuracy with “clicker quiz” will be monitored by
teachers

Teacher will collect and review notes and observations.

Exit Ticket
~ Draw a picture to show your understanding of hurricanes
~ Three things you learned from today’s experiment, video & discussion.
~ Two things would you like to learn more about.
~ One question that you still have.
Assessment & Evaluation:
- Brandie Rice – EDUC 351 – Hurricane Lesson -

Students will be assessed on the following areas:
~ Engagement in the class discussions
~ Exploration & involvement in the experiments
~ Completion of hurricane observation sheets that show exploration,
involvement and critical thinking.
~ Thorough completion of exit ticket with answers that show understanding
and critical thinking
Differentiation:

The nature of this lesson- stations- will allow for teachers to make accommodations
as needed. For any students who struggle with changes, they will be notified ahead
of time how the lesson and stations will be set up. Students with visual or hearing
impairments will have preferential seating during class discussions and when using
the simulations on the SmartBoard and laptop.
Expected Misconceptions:

The slower a hurricane moves through an area the less the probability for damages,
injuries, and fatalities. False- As a general rule it is the opposite; the greater the
residence-time of a hurricane the greater the number of problems that result from
wind damage and flooding.

Typhoons, Hurricanes & Cyclones are different. False- they all have the same
characteristics (74mph winds) but have different names in different regions of the
world. In the Atlantic Ocean, Gulf of Mexico, and the Eastern Pacific Ocean, they are
called hurricanes. In the Western Pacific Ocean, they are called typhoons. In the
Indian Ocean, the Bay of Bengal, and Australia, these types of storms are called
cyclones.
Bloom’s Taxonomy:

In this lesson plan students will be using various levels of higher order thinking.
They will start by expressing their initial comprehension through the K-W-L chart.
They will apply and analyze their knowledge through the experiments and they will
use synthesis to manipulate the online hurricane simulators.